Analysis of the Scratch program for computational thinking in schoolchildren in an educational institution in Peru: A network analysis

Oscco Solorzano R.; Torres Matos L.; Aroni Palomino D.; Alcca Huisa M.A.; Ppuño Huaricachi J.H.; Merma Saico D. · Journal of Educational Technology Development and Exchange (2025) · DOI: 10.18785/jetde.1803.06

Resumen

To analyze the relationship between the Scratch program and students’ computational thinking in an educational institution in Peru, relational research guidelines were followed with 384 regular elementary school students aged 6 to 12. The group had a higher percentage of males (52.6%) compared to females (47.4%). Two custom questionnaires were used to measure both variables. The study found that the aesthetic aspects of the Scratch program are the most significant component for developing computational thinking (=3.34; =2.34; =2.47), especially the dimension of computational practices. Limitations include a small sample size for analyzing sociodemographic variables, operationalization of computational thinking dimensions, and the non-causal research design. The study also emphasizes the importance of designing didactic sequence content and identifying scaffolding behaviors for acquiring new knowledge. Functionality and prior experience are the most critical and influential factors in developing computational practices.

Instituciones: Universidad Nacional de San Antonio Abad del Cusco; Universidad San Ignacio de Loyola; Universidad Nacional Hermilio Valdizán; Universidad Nacional de Educación Enrique Guzmán y Valle